<![CDATA[This study addresses the limited writing proficiency observed among sixth-grade students at Insan Utama Islamic Integrated Elementary School 1, Pekanbaru, and investigates how vocabulary mastery correlates with progress in their writing ability, through a series of targeted vocabulary exercises. A quantitative experimental design was used. Before testing the main hypothesis, the pre-test and post-test data were each checked for normal distribution; the resulting figures, 0.054 for the pre-test and 0.406 for the post-test, cleared the threshold needed to justify a paired-samples t-test. Running that test returned a probability value far below the customary 0.05 cutoff, at 0.000. Average scores climbed from 44.80 before the intervention to 67.00 afterward, a gain that points to a meaningful, statistically supported link between how well students know Arabic vocabulary and how well they write it.]]>
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